Week of June 15th-19th Feudalism is no longer alive and we are now venturing to Ancient China! We are watching some clips from the Discovery Channel: China: From Past to Present and then will be learning about their economy in ancient times versus the present.
Chapter 17: China Develops a New Economy Overview In this lesson, students learn about the growth of China’s economy from the 10th to the 13th centuries. In a Visual Discovery activity, they analyze three images to identify characteristics of agriculture, commerce, and urbanization in China during the time. They then read about and describe the causes and effects of several dramatic changes in China’s economy. Objectives Students will
• explain the agricultural changes that occurred during the Tang and Song periods, including the political conditions and technological discoveries that fueled these changes.
• describe the growth of commerce and the development of a papermoney economy.
• identify the causes of urbanization.
Week of May 18th-22nd We have ventured into the Medieval Times!
Week of March 16-20th Monday and Tuesday: The students are completing the Greek Unit this week by taking a Unit Test on Monday and Tuesday.
The students will also be introduced to the pre-reading/teaching sheets after the test and will be informed that this is work that needs to be completed at home or during study hall. It is homework if they did not finish in class.
Here is a copy of it!
Wednesday-Friday Ch. 33: TheRise of the Roman Republic Overview
In this lesson, students learn how the struggle between patricians and plebeians led to a more democratic government in the Roman Republic. In a two-phase Experiential Exercise, students assume the roles of “Pats” and “Plebs” and negotiate how to work together to complete a mosaic project.
Afterward, they read about how the government of the Roman Republic was reorganized to become more democratic. Then they make connections between what they read and their experience in the activity. Objectives
Students will
• describe the rise of the Roman Republic.
• describe the differences between patricians and plebeians in the Roman Republic.
• list the political rights earned by plebeians in their struggles with patricians.
• explain how the government of the Roman Republic was reorganized to become more democratic. Assessment: · Students will complete Ch. 33 Reading notes. · Students will complete processing activity-Complete the diagram by doing the following:
A. Choose tile colors to represent plebeians and patricians. Glue them into the key.
B. For each part of government shown, glue an appropriate number of each color of tile into the spaces.
C. Beneath your drawing, explain why this form of government kept power balanced between patricians and plebeians. · Students will take a short, multiple choice quiz. Week of March 9-13th We will be finishing Chapter 31-Greek Influence, reviewing Ch 25, 26, 27, and will be completing a Unit Test. They will be given a study guide to prepare for the unit test.
athens_parthenon1.JPG
The Greece Unit Test will be on Tuesday, March 17th!
Overview: In this lesson, students learn about the contributions of the Greeks to the modern world. In a Social Studies Skill Builder, they match 11 descriptions of modern arts, government, entertainment, and scientific beliefs and practices with images showing the Greek achievements that made these modern aspects of our lives possible. After matching each image, they read about additional Greek contributions in the respective fields.
olympic1.jpg
Objectives: Students will
• recognize Greek contributions to modern language and literature.
• describe the contributions of important Greek figures in medicine, mathematics, and the sciences.
• identify political practices of our democracy that came from the Greeks.
• describe architectural features of modern buildings that can be traced to the Greeks.
• recognize Greek contributions to modern entertainment and sports Assessment: *Students will complete Ch. 31 processing
*Students will complete a Unit Test on Greece covering Chapters 25, 26, 27, and 31
Week of February 9-13th Chapter 25-Geography and the Settlement of Greece Overview
In this two-phase Experiential Exercise, students first choose settlement sites in a simulated landscape of ancient Greece to understand the influence of geography on settlement and culture. They then explore ways for their settlements to survive. Afterward, students read about the early settlement of Greece in their books and make connections with their experiences. Objectives
Students will
• identify key physiographic features of ancient Greece.
• describe the connections between geography and the development of city-states in the region of the Aegean Sea .
• explain how rivalries among Greek city-states over control of farmland often led to wars.
• describe the patterns of trade and commerce among Greek city-states and within the wider Mediterranean region. Processing: Students will complete Chapter 25 Reading notes.
Chapter 26-The Rise of Democracy (will continue after break-2/23/09) Overview
In this four-phase Experiential Exercise, students use the principles of four forms of government—monarchy, oligarchy, tyranny, and democracy—to select a song to play for the class. After each phase of the activity, students read about that form of government in ancient Greece and make connections with their experiences. Objectives
Students will
• trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece.
• explain the reasons for the failure of monarchy, oligarchy, and tyranny in ancient Greece.
• state the key differences between Athenian, or direct, democracy and representative democracy. Processing: Students will complete Chapter 26 Reading notes and create a pictoword for each form of government that was practiced in ancient Greece: monarchy, oligarchy, tyranny, and democracy. ---- Week of February 2-6th Introduction:
BrainPop: History of Religion
Discovery Learning: History of Judaism Chapter 11 The Ancient Hebrews and the Origins of Judaism Overview
In this lesson, students complete a Writing for Understanding activity to learn about key figures in the history of the ancient Hebrews and the development of Judaism. Working in small groups, they read about one of four important figures in the history of the ancient Hebrews—Abraham, Moses, David, and Solomon—and design an illustrated scroll page for that figure. They then regroup and teach each other about the figure they researched. Objectives:
Students will:
• identify the Torah as the source of the basic laws of Judaism and a source of information on the history of the Hebrew people.
• explain the significance of the important figures Abraham, Moses, David, and Solomon in the development of Judaism.
• create illustrated scrolls commemorating the achievements of these figures. Processing:
Students join their pages to create illustrated scrolls about the ancient Hebrews.
Students will take a chapter quiz.
Week of June 15th-19th
Feudalism is no longer alive and we are now venturing to Ancient China! We are watching some clips from the Discovery Channel: China: From Past to Present and then will be learning about their economy in ancient times versus the present.
Homework: June 15th/16th
Pre-reading Ch. 17
Due June 17th/18th
Chapter 17: China Develops a New Economy
Overview
In this lesson, students learn about the growth of China’s economy from the 10th to the 13th centuries. In a Visual Discovery activity, they analyze three images to identify characteristics of agriculture, commerce, and urbanization in China during the time. They then read about and describe the causes and effects of several dramatic changes in China’s economy.
Objectives
Students will
• explain the agricultural changes that occurred during the Tang and Song periods, including the political conditions and technological discoveries that fueled these changes.
• describe the growth of commerce and the development of a papermoney economy.
• identify the causes of urbanization.
Week of May 18th-22nd
We have ventured into the Medieval Times!
Here are the Ch. 2 Reading Notes
Week of March 16-20th
Monday and Tuesday:
The students are completing the Greek Unit this week by taking a Unit Test on Monday and Tuesday.
The students will also be introduced to the pre-reading/teaching sheets after the test and will be informed that this is work that needs to be completed at home or during study hall. It is homework if they did not finish in class.
Here is a copy of it!
Wednes
Ch. 33: The Rise of the Roman Republic
Overview
In this lesson, students learn how the struggle between patricians and plebeians led to a more democratic government in the Roman Republic. In a two-phase Experiential Exercise, students assume the roles of “Pats” and “Plebs” and negotiate how to work together to complete a mosaic project.
Afterward, they read about how the government of the Roman Republic was reorganized to become more democratic. Then they make connections between what they read and their experience in the activity.
Objectives
Students will
• describe the rise of the Roman Republic.
• describe the differences between patricians and plebeians in the Roman Republic.
• list the political rights earned by plebeians in their struggles with patricians.
• explain how the government of the Roman Republic was reorganized to become more democratic.
Assessment:
· Students will complete Ch. 33 Reading notes.
· Students will complete processing activity-Complete the diagram by doing the following:
A. Choose tile colors to represent plebeians and patricians. Glue them into the key.
B. For each part of government shown, glue an appropriate number of each color of tile into the spaces.
C. Beneath your drawing, explain why this form of government kept power balanced between patricians and plebeians.
· Students will take a short, multiple choice quiz.
Week of March 9-13th
We will be finishing Chapter 31-Greek Influence, reviewing Ch 25, 26, 27, and will be completing a Unit Test. They will be given a study guide to prepare for the unit test.
The Greece Unit Test will be on Tuesday, March 17th!
Here is the study guide for you to download!
Here is the essay choices for the 9/10th graders
Ch. 31 The Legacy of Ancient Greece
Overview:
In this lesson, students learn about the contributions of the Greeks to the modern world. In a Social Studies Skill Builder, they match 11 descriptions of modern arts, government, entertainment, and scientific beliefs and practices with images showing the Greek achievements that made these modern aspects of our lives possible. After matching each image, they read about additional Greek contributions in the respective fields.
Objectives:
Students will
• recognize Greek contributions to modern language and literature.
• describe the contributions of important Greek figures in medicine, mathematics, and the sciences.
• identify political practices of our democracy that came from the Greeks.
• describe architectural features of modern buildings that can be traced to the Greeks.
• recognize Greek contributions to modern entertainment and sports
Assessment:
*Students will complete Ch. 31 processing
*Students will complete a Unit Test on Greece covering Chapters 25, 26, 27, and 31
Week of February 9-13th
Chapter 25-Geography and the Settlement of Greece
Overview
In this two-phase Experiential Exercise, students first choose settlement sites in a simulated landscape of ancient Greece to understand the influence of geography on settlement and culture. They then explore ways for their settlements to survive. Afterward, students read about the early settlement of Greece in their books and make connections with their experiences.
Objectives
Students will
• identify key physiographic features of ancient Greece.
• describe the connections between geography and the development of city-states in the region of the Aegean Sea .
• explain how rivalries among Greek city-states over control of farmland often led to wars.
• describe the patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.
Processing: Students will complete Chapter 25 Reading notes.
Chapter 26-The Rise of Democracy (will continue after break-2/23/09)
Overview
In this four-phase Experiential Exercise, students use the principles of four forms of government—monarchy, oligarchy, tyranny, and democracy—to select a song to play for the class. After each phase of the activity, students read about that form of government in ancient Greece and make connections with their experiences.
Objectives
Students will
• trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece.
• explain the reasons for the failure of monarchy, oligarchy, and tyranny in ancient Greece.
• state the key differences between Athenian, or direct, democracy and representative democracy.
Processing: Students will complete Chapter 26 Reading notes and create a pictoword for each form of government that was practiced in ancient Greece: monarchy, oligarchy, tyranny, and democracy.
----
Week of February 2-6th
Introduction:
BrainPop: History of Religion
Discovery Learning: History of Judaism
Chapter 11
The Ancient Hebrews and the Origins of Judaism
Overview
In this lesson, students complete a Writing for Understanding activity to learn about key figures in the history of the ancient Hebrews and the development of Judaism. Working in small groups, they read about one of four important figures in the history of the ancient Hebrews—Abraham, Moses, David, and Solomon—and design an illustrated scroll page for that figure. They then regroup and teach each other about the figure they researched.
Objectives:
Students will:
• identify the Torah as the source of the basic laws of Judaism and a source of information on the history of the Hebrew people.
• explain the significance of the important figures Abraham, Moses, David, and Solomon in the development of Judaism.
• create illustrated scrolls commemorating the achievements of these figures.
Processing:
Students join their pages to create illustrated scrolls about the ancient Hebrews.
Students will take a chapter quiz.